Abstract
In this study, the head-mounted virtual reality (VR) technology is adpoted for computational thinking teaching in the AIoT Maker course teaching. The earthquake relief situation is designed in the VR in the course scenario, because in the context of situational thinking, pre-emptive training in the face of emergency disasters has been conducted through observation meetings or training courses. Through listening to lecturers or experienced personnel to share experiences, students often have a harder time thinking about real scenes and it is harder to think creatively how to design with the emergency disaster response. In view of this, this research will combine the development and evaluation of earthquake relief training courses for head-mounted VR and computational thinking experiments to explore the use of VR and computational thinking experiments to drive students to create ideas for real disaster relief scenarios. Through computational thinking, students think about different script situations and discuss in each scene to find a suitable maker design of the AIoT project. Finally, this study combined with its modular space program training to develop students’ programming skills. According to the experiment, this study is able to strength students’ practical learning motivation, and follow-up employ ability training for course learning.
Highlights
Since the concept of Computational Thinking was put forward, experts and scholars in various fields have proposed different views of its definition, but most studies believe that it should include abstraction, composition, modeling and simulation, and algorithmic thinking (International Society for Technology in Education [ISTE] and Computer Science Teachers Association [CSTA], 2011; Mannila et al, 2014; Cetin, 2016)
This study integrated head-mounted virtual reality (VR) into the development of earthquake relief courses, and the developed teaching materials were systematized and built into the AIoT creator course of the institute of technology, in order to facilitate the implementation and promotion of the curriculum in the future. This project intended to design and develop a computational thinking experiment for earthquake relief in a hospital in Tainan, and further revised and expanded it with a VR disaster relief course to record the participation of students in the course, in order to evaluate the influence of students’ thinking mode on computational thinking after completing an earthquake relief training course featuring a combination of VR and computational thinking experiments
After reviewing the course materials and activities, this study developed the structure and function of the VR disaster relief course learning system, which served as the basis for the following computational thinking experiment operation and effectiveness evaluation
Summary
Since the concept of Computational Thinking was put forward, experts and scholars in various fields have proposed different views of its definition, but most studies believe that it should include abstraction, composition, modeling and simulation, and algorithmic thinking (International Society for Technology in Education [ISTE] and Computer Science Teachers Association [CSTA], 2011; Mannila et al, 2014; Cetin, 2016). Computational thinking ability is the ability to use information tools, but the behavior to solve problems by using the thinking logic of information science. Teachers can teach students basic information technology, guide them to engage with some basic concepts of calculator science, and train them to identify problems and design their thinking logic judgment to obtain solutions through algorithms. In this way, students can have more logical and structured thinking modes when learning other professional fields (Wiig and Wyly, 2016; Huang et al, 2019)
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